Hackettstown Public Schools

HACKETTSTOWN PUBLIC SCHOOLS

HACKETTSTOWN, NEW JERSEY

Advanced Art

(Dual Credit)

GRADES 11 - 12

CURRICULUM GUIDE

FINAL DRAFT

AUGUST 2012

Mr. David Mango, Superintendent

Mrs. Nadia Inskeep, Director for Curriculum & Instruction

Developed by:

Mrs. Julie Wane

This curriculum may be modified through varying techniques,

strategies and materials, as per an individual student’s

Individualized Education Plan (IEP).

Approved by the Hackettstown Board of Education

At the regular meeting held on

and

Aligned with the New Jersey Core Curriculum Content Standards 2009

TABLE OF CONTENTS

Philosophy and Rationale3

New Jersey Core Curriculum Content Standards

For Visual and Performing Arts4 – 7

Course Proficiencies8 – 9

Student Proficiencies10

Methods of Evaluation11

Course Outline12 –44

Concepts and Organization 12 – 18

Drawing19 – 25

Painting26 – 32

Sculpture33 – 37

Graphic Design38 – 44

Resources45 – 52

Internet Resources48 – 50

Websites on Special Topics of Interest51

Reading List52

PHILOSOPHY/RATIONALE

Art is a universal language that encompasses all forms of communication to express a variety of viewpoints and ideas. Success in the age of information requires that students make informed choices to communicate ideas. Students sharpen their skills in observation and critical thinking, while cultivating visual literacy and developing a repertoire for self-expression.

The discipline of art requires the use of design, problem solving, and invention. The elements of art, principles of design, and sensory and expressive features are the building blocks that cohesively organize a work of art. All students should know and apply a variety of methods and strategies to solve visual art problems. Students increase their knowledge as they evaluate works of art and judge the effective use of these components.

The exploration and application of materials, techniques, and processes are essential to the visual arts. Student experiences with materials, techniques, and technology, in combination with concepts and ideas, result in works of art. The safe and responsible use of materials and tools is essential for environmental and personal safety.

Art is a powerful force in the everyday lives of people around the world. It is one of humankind's most notable contributions throughout history and within all cultures. When students examine works of art of other people, places, and times, they understand the influence of the visual arts in creating cultures and building civilizations. The exploration of art, history, and culture teaches students to understand their own expression in relation to the expressions of others.

The study of art develops citizens who make informed critical judgments. Through thoughtful observations, descriptions, and analysis, students gain knowledge about visual communications. Critical analysis and aesthetic inquiry teach students to define differences among works of art. Students learn to respect their own thinking, working and expression, and those of others.

NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR

Visual and Performing Arts

Content Area / Visual and Performing Arts
Standard / 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.
Strand / D. Visual Art
By the end of grade12 / Content Statement / CPI# / Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, those students choosing VISUAL ART as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills.
Common themes exist in artwork from a variety of cultures across time and are communicated through metaphor, symbolism, and allegory. / 1.1.12.D.1 / Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.
Stimuli for the creation of artworks can come from many places, including other arts disciplines. / 1.1.12.D.2 / Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks.
Standard / 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.
Strand / A. History of the Arts and Culture
By the end of grade12 / Content Statement / CPI# / Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.
Cultural and historical events impact art-making as well as how audiences respond to works of art. / 1.2.12.A.1 / Determine how dance, music, theatre, and visual art have influenced world cultures throughout history.
Access to the arts has a positive influence on the quality of an individual’s lifelong learning, personal expression, and contributions to community and global citizenship. / 1.2.12.A.2 / Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras.
Standard / 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
Strand / D. Visual Art
By the end of grade12 / Content Statement / CPI# / Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, those students choosing VISUAL ART as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills.
How individuals manipulate the elements of art and principles of design results in original portfolios that reflect choice and personal stylistic nuance. / 1.3.12.D.1 / Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity.
Culturally and historically diverse art media, art mediums, techniques, and styles impact originality and interpretation of the artistic statement. / 1.3.12.D.2 / Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding.
The artist’s understanding of the relationships among art media, methodology, and visual statement allows the artist to use expressionism, abstractionism (nonobjective art), realism/naturalism, impressionism, and other genre styles to convey ideas to an audience. / 1.3.12.D.3 / Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used.
Artists interpret/render themes using traditional art media and methodologies as well as new art media and methodologies. / 1.3.12.D.4 / Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by the artworks.
Two- and three-dimensional artworks can be rendered culturally specific by using the tools, techniques, styles, materials, and methodologies that are germane to a particular cultural style. / 1.3.12.D.5 / Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work.
Standard / 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.
Strand / A. Aesthetic Responses
By the end of grade12 / Content Statement / CPI# / Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.
Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks. / 1.4.12.A.1 / Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art.
Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist’s concept. / 1.4.12.A.2 / Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis.
Artistic styles, trends, movements, and historical responses to various genres of art evolve over time. / 1.4.12.A.3 / Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works.
Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, discipline-specific arts terminology. / 1.4.12.A.4 / Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.
Standard / 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.
Strand / B. Critique Methodologies
By the end of grade12 / Content Statement / CPI# / Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.
Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art. / 1.4.12.B.1 / Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras.
The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist’s technical proficiency as well as by the manner and physical context in which it is performed or shown. / 1.4.12.B.2 / Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning.
Art and art-making reflect and affect the role of technology in a global society. / 1.4.12.B.3 / Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

COURSE PROFICIENCIES

By the end of the course, this curriculum aims to instruct students on:

Analyze successful still life works in terms of principles of art and design.
Analyze the use of chiaroscuro techniques and linear perspective in master drawings.
Analyze the use of principles of design and composition in given works.
A still-life project from life with a specific light source in multiple mediums
Light-on-form shading practice as it applies to the features of the human head.
Sketches for the creation of a repeated design in a Pop art composition
Individual selection of subject matter for painting
New methods and materials
Effective written and oral critique after teacher models/demonstrates written/oral critique process.
Independent Internet research
Internet research about drawing
Creating a landscape painting
Creating a repeated design using a soft-block print
Creating a still-life painting
Creating a timeline on famous 20th century architects and their styles
Defining, understand, analyze, and apply the principles of design within a given composition.
Landscape-painting techniques: establishing a horizon line, foreground, background, linear perspective, aerial perspective
Developing a personal definition/philosophy of art
Diagramming correct body proportions based on standard seven head scale.
Diagramming correct facial proportions based on 5-eye across, eye line ½ head model.
Famous found sculpture.
Famous styles of painting and their use of color through various aids and textbooks.
Repeated design as it is used by Andy Warhol and other Pop artist
Still life
Styles of paintings, especially concerning color use
The use of aerial perspective in painting to give the illusion of depth
The use of type or lettering style in an advertisement
Tools and techniques
Observation and analysis of repeated design in printmaking
The qualities of a good advertisement
A variety of art movements using the Internet
Careers in graphic design
Illustrating light/form on facial features
Specific sculpture movements
Maintaining a portfolio of emerging work
Maintaining an organized folder containing reference information from class
Observing and discuss the use of three-dimensional forms as drawing components.
Observing successful still life works.
Observing the use of adhesives, nailing, and other methods of attachment
Observing various advertisements
Observing visuals of above design techniques
Observing visuals of multicultural artwork in multiple formats (poster, PowerPoint, etc.).
Observing visuals of successful sculptures by Rodin, Picasso and Michelangelo
Observing /recognize prints and digital images characteristic of Art Deco.
Organizing and outlining information from lectures and demonstrations.
Participating in a discussion about master drawing techniques especially as they relate to the human form/head
Recognizing a finished “found material” sculpture
Recognizing clay methods using photographs or nature as inspiration
Aspects of color harmony such as complimentary color, warm and cool, color contrast, and color interaction.
Basic, intermediate and advanced art terms when describing their work of that of others.
Reviewing and apply proper critique format.
Reviewing and discuss how elements of composition are utilized in quality presentations.
Reviewing and discuss the prints/paintings of Andy Warhol.
Reviewing and enhance presentation methods.
Reviewing color theory and practice as it has been used by various artists/art movement
Reviewing proper essay format (introduction, body, and conclusion)
Reviewing the history of color theory and its evolution and practice (i.e., Impressionist Theory, Josef Albers, etc.)
Reviewing the relationship between color and emotion
Reviewing the separation of color used to create Impressionist works (Van Gogh’s brush strokes, Cezanne’s “cubism,” Seurat’s pointillism).
Reviewing /discuss the use of contour lines within a still life.
Reviewing /discuss the use of negative space within a still life.
Reviewing /observe assorted self-portraits created by master and contemporary artists.
Selecting an individual area of focus
Selecting quality work for portfolios
Showing and analyze visuals of famous drawings.
Showing successful presentations of their work and the work of others
Sketching preliminary drawings for multicultural/cross-curricular projects
Understanding the correlation between mood and color in painting
Using and apply critical intermediate and advanced art vocabulary and methods.
Using printmaking techniques for the creation of a repeat-image composition
Using various drawing mediums (pen and ink, wash, ebony, charcoal, conte, oil pastel, chalk) and understand the advantages of each for creating a particular effect.
Using a computer program, select appropriate lettering for an advertisement.
Using the Internet, research the art deco movement, and take notes
Writing a successful research paper on a famous master painting
Writing about sculpture
Writing about, analyze, and discuss famous paintings, student works and personal works.

STUDENT PROFICIENCIES

Knowledge and skill proficiencies are indicated on the individual units found within this curriculum guide.

Students will be able to:

Create and complete an art history timeline.
Develop and maintain a focused portfolio.
Write a personal definition of art.
Engage in the critique process (spoken and written).
Write a paper evaluating a personal drawing or painting.
Design and maintain a personal sketchbook with ideas, plans and written comments.
Visit a media center or museum to develop ideas for a large project in any medium.
Create a still-life using mixed media in two styles.
Analyze, evaluate and take notes on drawings from three historical eras.
Create at least three drawings in a portfolio that reflect a personal focus and interest.
Study and sketch African tribal masks or an alternate non-western art form/artifact
Draw a self-portrait in any medium.
Paint a landscape.
Paint a still life and/or figure.
Paint two or more original works indicating an individual focus or direction.
Research and write a five-page report on a 20th century art movement.
Critique and discuss the paintings of peers.
Create a nonobjective or abstract painting.
Build a junk sculpture.
Create a figure from clay.
Identify and sketch famous sculptural works by Michelangelo, Rodin and Picasso.
Observe, analyze, and critique a famous sculpture.
Make an Andy Warhol-style image.
Design an advertisement for a product using the Internet.
Write a three-page paper on the “Art Deco” style movement.
Design an architecture timeline of the 20th century.

METHODS OF EVALUATION

Based upon grade level and specific objectives, the students will be evaluated in a number of ways, which include but are not limited to the following methods:

Formative: (On-going)

Teacher and peer critique
Sketching and planning
Written critiques, tests, and quizzes
Time-on-task

Summative: (Culminating)

Finished art history timeline
Focused portfolio reflecting a personal voice or philosophical statement
Well developed sketchbook
Finished self-portrait
Finished drawings reflecting a personal interest
Finished drawing inspired by art from non-western cultures
Finished landscape Painting
Finished Still-life Painting
Finished non-objective abstract painting
Finished research paper discussing an art movement
Finished original works of art using media explored in class
Finished junk sculpture
Finished clay figure

Hackettstown School District

Hackettstown High School

Mission Statement: Visual Arts education inspires students to perceive and shape the visual, spatial, and aesthetic characteristics of the world around them. Using a variety of ways to explore, learn and communicate, students develop their capacity for imaginative and reflective thinking. Whatever their previous training or level of expertise in the arts, adolescents search for ways to communicate personal and original ideas. These students bring what they have learned in, about, and through the arts to their adult lives.